BUILDING FOR WOMEN S EDUCATION DURING THE EARLY REPUBLICAN PERIOD IN TURKEY: İSMET PAŞA GIRLS INSTITUTE IN ANKARA IN THE 1930S

BUILDING FOR WOMEN S EDUCATION DURING THE EARLY REPUBLICAN PERIOD IN TURKEY: İSMET PAŞA GIRLS INSTITUTE IN ANKARA IN THE 1930S A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY PELİN GÜROL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ART IN THE DEPARTMENT OF HISTORY OF ARCHITECTURE JUNE 2003

Approval of the Graduate School of Social Sciences Prof. Dr. Bahattin AKŞİT Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Arts. Prof. Dr. Suna GÜVEN Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Arts. Asst. Prof. Dr. Elvan Altan ERGUT Supervisor Examining Committee Members: Prof. Dr. İnci ASLANOĞLU Asst. Prof. Dr. Güven SARGIN Asst. Prof. Dr. Elvan ALTAN ERGUT Inst. Dr. Lale ÖZGENEL Dr. Sevil Enginsoy EKİNCİ ii

ABSTRACT BUILDING FOR WOMEN S EDUCATION DURING THE EARLY REPUBLICAN PERIOD IN TURKEY İSMET PAŞA GIRLS INSTITUTE IN ANKARA IN THE 1930S GÜROL, Pelin M. A., Department of History of Architecture Supervisor: Asst. Prof. Dr. Elvan ALTAN ERGUT June 2003, 188 pages This study attempts to examine the architecture in Turkey during the Early Republican period as part of the social, economic and political context of the modernization process of the newly founded state, focusing on the case of the İsmet Paşa Girls Institute in Ankara. Firstly, the education of woman in general and the Girls Institutes in particular are scrutinized in order to analyze the changes in the social role of women in the context of modernization in the Early Republic. Secondly, the relationship between women and the built environment is examined with reference to the changes women experienced in this context. The architectural context of the period iii

is analyzed to examine the buildings of the Girls Institutes as contemporary examples of the creation of a modern built environment in Turkey. Lastly, the building of the İsmet Paşa Girls Institute is examined in detail, by also making comparisons with other contemporary school buildings in Ankara. The building, which was constructed as a modernist school building by the foreign architect Ernst Egli in the center of Ankara, is evaluated as the representation of modern women and modern architecture for the new nation-state. So, the aim of this study is to assess the İsmet Paşa Girls Institute in Ankara as the example of contemporary educational institutions as well as of contemporary architecture in Turkey, corresponding with the attempt of the new nation-state towards modernization. Keywords: Early Republican Architecture, Education of Woman, Girls Institutes, Modernization, Ankara, Foreign Architects. iv

ÖZ ERKEN CUMHURİYET DÖNEMİ NDE TÜRKİYE DE KADIN EĞİTİMİ İÇİN İNŞA ETMEK: 30LAR ANKARASI NDA İSMET PAŞA KIZ ENSTİTÜSÜ GÜROL, Pelin Yüksek Lisans, Mimarlık Tarihi Bölümü Tez Yöneticisi: Yrd. Doç. Dr. Elvan ALTAN ERGUT Haziran 2003, 188 sayfa Bu çalışma, Erken Cumhuriyet Dönemi nde Türkiye deki mimarlığı, Ankara İsmet Paşa Kız Enstitüsü üzerine odaklanarak, yeni kurulmuş devletin sosyal, ekonomik ve politik modernleşme sürecinin bir parçası olarak incelemeye çalışır. İlk olarak, genel olarak kadının eğitimi ve özel olarak Kız Enstitüleri incelenerek, Erken Cumhuriyet Dönemi nin modernleşme sürecinde kadının değişen sosyal rolü araştırılmıştır. İkinci olarak, kadın ve yapılı çevre arasındaki ilişki, kadının bu bağlamda deneyimlediği değişiklikler üzerinde durularak incelenmiştir. Dönemin v

mimarlığı incelerek, bu dönemde inşa edilen Kız Enstitüsü binaları, Türkiye de modern bir yapılı çevre yaratılmasının çağdaş örnekleri olarak araştırılmıştır. Son olarak, dönemin diğer okul yapılarıyla da karşılaştırmalı olarak detaylı bir şekilde Ankara İsmet Paşa Kız Enstitüsü binası incelenmiştir. Modern bir okul binası olarak yabancı mimar Ernst Egli tarafından Ankara nın merkezinde inşa edilen bu okul yapısı, yeni milli-devlet için modern kadının ve modern mimarinin temsilcisi olarak değerlendirilmiştir. Böylece, bu çalışmanın amacı Ankara İsmet Paşa Kız Enstitüsü nü, yeni milli-devletin modernleşme çabasıyla denk bir şekilde, çağdaş eğitim kurumları ve çağdaş mimarlığın Türkiye deki örneği olarak değerlendirmektir. Anahtar Kelimeler: Erken Cumhuriyet Dönemi Mimarlığı, Kadının Eğitimi, Kız Enstitüleri, Modernleşme, Ankara, Yabancı Mimarlar. vi

To my Father vii

ACKNOWLEDGEMENTS I am indebted to my thesis supervisor, Asst. Prof. Dr. Elvan Altan Ergut, for her invaluable suggestions, guidance and support throughout the course up to this successful end. I also feel obliged to serve their kindest appreciation to Asst. Prof Dr. Güven Sargın and Dr. Sevil Enginsoy Ekinci for their constructive suggestions and comments at the early stages of the study. Mr. Bahadır Yıldırım s indulgence to oversee my frequent day-offs from the office is well beyond appreciation. I extend my deepest gratitudes especially to my mother and brother, and to other members of my family for their continuous and everlasting supports more than ever to keep my morality high enough during this challenging task. The last but not the least, I extend my dearest thanks to Umut Akgün, for his patience and understanding during my dedication to this challenging process. viii

I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Date: June 28th, 2003 Signature: ix

TABLE OF CONTENTS ABSTRACT.. ÖZ... DEDICATION.. ACKNOWLEDGEMENTS.. TABLE OF CONTENTS.. LIST OF FIGURES... LIST OF TABLES.... iii v vii viii x xii xvi CHAPTER 1. INTRODUCTION 1 2. EDUCATING WOMEN.. 2.1. Women s Education in Early Republican Turkey 2.2. The Girls Institutes.. 8 12 22 2.2.1 Aims and Programs of the Girls Institutes 25 2.2.2 The Meaning of the Girls Institutes in 1930 s 33 3. BUILDING FOR WOMEN.. 3.1. The Early Republican Architecture.. Women and the Built Environment in Early Republican 3.2. Turkey... 3.3. The Building of the Girls Institutes 39 40 50 61 4. İSMET PAŞA GIRLS INSTITUTE 70 4.1. The Building Process... 71 4.2. Architectural Features... 75 4.2.1. Ankara: The City and The School 75 4.2.2. Ernst Egli: The Architect of the School... 80 4.2.3. A School for Girls: The Modern and the Traditional. 85 5. CONCLUSION 95 x

ILLUSTRATIONS 100 TABLES 161 APPENDICES A. The Government Decision Regarding the Sending of a Turkish Teacher to Europe.. 167 B. The Government Decision Regarding the Buying of Modern Clothing and Models from Europe for İsmet Paşa Girls Institute... 168 C. The Government Decision Regarding the Buying of Modern Clothing and Models from Europe for İsmet Paşa Girls Institute... 169 D. The Government Decision Regarding the Site and the Budget of İsmet Paşa Girls Institute.. 170 E. The Government Decision Regarding the Delaying of the Construction of İsmet Paşa Girls Institute 171 F. The Government Decision Regarding the Plumbing Installation and the Construction of İsmet Paşa Girls Institute... 172 G. The Government Decision Regarding the Delaying of the Heating System and the Electric Installation of İsmet Paşa Girls Institute... 173 H. The Government Decision Regarding the Electric Installation of İsmet Paşa Girls Institute.. 174 I. The Official Letter Written to the Prime Ministry by the Minister of Foreign Affairs 175 BIBLIOGRAPHY. 176 xi

LIST OF FIGURES FIGURE 1. The Transformation of the Education System after the Republic. 96 2. The Education in the Girls Institutes. 97 3. Mevhibe İnönü at an Exhibition of İsmet Paşa Girls Institute (1940s). 98 4. Active Working Life of Woman. 98 5. Woman Earning Her Life with Working. 98 6. The Meeting in front of the İstanbul University after Women Gained the Right to Vote and Run For the Elections. 99 7. Atatürk s Visits to İsmet Paşa Girls Institute. 100 8. Atatürk s Visits to İsmet Paşa Girls Institute. 100 9. Atatürk s Visits to İsmet Paşa Girls Institute. 101 10. Atatürk s Visits to İsmet Paşa Girls Institute. 101 11. Students in the Specialization Courses in İsmet Paşa Girls Institute. 102 12. Workshops in the Girls Institutes. 103 13. Modern Technology in Houses (1930s). 104 14. Students Using Modern Technological Machines in the Girls Institutes. 105 15. Students in General Courses in the Girls Institutes. 106 16. Students in the Library in the Girls Institutes. 107 17. Students in Hat Making Course in the Girls Institutes. 107 xii

18. Students in Washing Course in the Girls Institutes. 108 19. Students in Cooking Course in the Girls Institutes. 108 20. Students in Cooking Course in the Girls Institutes. 108 21. Students in Classrooms in the Girls Institutes. 109 22. Students in the Library in the Girls Institutes. 109 23. Students in Specialization Courses in İsmet Paşa Girls Institute. 110 24. Students in Specialization Courses in İsmet Paşa Girls Institute. 110 25. Students in Classes in İsmet Paşa Girls Institute. 110 26. Students in Child Care Courses in Girls Institutes. 111 27. Students in Child Care Courses in Girls Institutes. 111 28. Students in Home Agriculture Course in İsmet Paşa Girls Institute. 112 29. Students Working in the Fields in İsmet Paşa Girls Institute. 112 30. Handcrafts Produced by Girls in Girls Institutes. 113 31. A Poem for Atatürk by a Student in the Girls Institutes. 114 32. Exterior View of a Turkish House. 115 33. İsmet Paşa Girls Institute (Ankara 1930). 116 34. Exterior Views of Cumhuriyet Girls Institute (İzmir 1938). 117 35. Exterior Views of Cumhuriyet Girls Institute (İzmir 1938). 117 36. Front Facade of Cumhuriyet Girls Institute (İzmir 1938). 118 37. Site Plan of Cumhuriyet Girls Institute (İzmir 1938). 118 38. Cumhuriyet Girls Institute (İzmir Old Building). 119 39. Kadıköy Girls Institute (İstanbul). 120 40. Selçuk Girls Institute (İstanbul 1886). 120 41. İsmet İnönü Girls Institute (Adana 1936-1937). 121 42. Trabzon Girls Institute (Trabzon). 122 xiii

43. Elazığ Girls Institute (Elazığ). 123 44. Exterior View of Manisa Girls Institute (Manisa 1937-1938). 124 45. Entrance of Manisa Girls Institute (Manisa 1937-1938). 124 46. Front Facade of Manisa Girls Institute (Manisa 1937-1938). 125 47. Left Facade of Manisa Girls Institute (Manisa 1937-1938). 125 48. Ali Çetinkaya Girls Institute (Afyon 1939-1940). 126 49. Ali Çetinkaya Girls Institute (Afyon 1939-1940). 127 50. Gazi First Teachers School (Ankara 1927-1930). 128 51. Teachers College of Music (Ankara 1927-1928). 128 52. The List of Registration Matters. 129 53. A Certificate of the Girls Institutes. 130 54. The News About an Exhibition at İsmet Paşa Girls Institute. 131 55. Students of İsmet Paşa Girls Institute. 132 56. Students in Corridors of İsmet Paşa Girls Institute. 133 57. Atatürk and the Students of İsmet Paşa Girls Institute. 134 58. Ankara in the 1930 s. 135 59. The Old City in Jansen s Plan of Ankara. 136 60. Atatürk Boulevard- the Main Axis of Ankara. 136 61. Exterior View of School of Commerce (Ankara 1928-1930). 137 62. Exterior Views of Cebeci Secondary School (Ankara 1938). 138 63. Front Facade of Cebeci Secondary School (Ankara 1938). 138 64. Garden of Cebeci Secondary School (Ankara 1938). 138 65. Views of School of Commerce (Ankara 1928-1930). 139 66. Left Facade of School of Commerce (Ankara 1928-1930). 139 67. Ankara Girls High School (Ankara 1930). 140 xiv

68. School of Political Science (Ankara 1935-1936). 141 69. Turkish Navigation Society (Ankara). 141 70. Exterior View of İsmet Paşa Girls Institute (Ankara 1930). 142 71. İsmet Paşa Girls Institute (Ankara 1930). 143 72. Front Facade of İsmet Paşa Girls Institute (Ankara 1930). 144 73. Main Facade of İsmet Paşa Girls Institute (Ankara 1930) on Atatürk Boulevard. 145 74. İsmet Paşa Girls Institute (Ankara 1930). 145 75. İsmet Paşa Girls Institute (Ankara 1930). 145 76. Front Facade of İsmet Paşa Girls Institute (Ankara 1930). 146 77. Front Facade of İsmet Paşa Girls Institute on the boulevard. 147 78. Front Facade of İsmet Paşa Girls Institute. 147 79. Entrance of İsmet Paşa Girls Institute. 148 80. Balconies at the Back Facade of İsmet Paşa Girls Institute. 148 81. Front Facade of İsmet Paşa Girls Institute. 149 82. Back Facade of İsmet Paşa Girls Institute. 149 83. First Floor Plan of İsmet Paşa Girls Institute (Ankara 1930). 150 84. Interior Corridor of İsmet Paşa Girls Institute. 151 85. Staircase at İsmet Paşa Girls Institute. 152 86. Sports Area of İsmet Paşa Girls Institute. 153 87. Front Facade of İsmet Paşa Girls Institute. 153 88. Garden View of İsmet Paşa Girls Institute. 154 89. View of Ground Floor of İsmet Paşa Girls Institute. 155 90. View of the Back Wall of İsmet Paşa Girls Institute. 155 91. Building, Garden, and the Boulevard Relationship. 156 xv

LIST OF TABLES TABLE 1. The Number of Boys and Girls in Primary Schools... 157 2. The Number of Boys and Girls in Secondary Schools... 157 3. The Number of Boys and Girls in High Schools 157 4. Schedule of the Girls Institutes.. 158 5. The Number of Students in the Girls Institutes. 159 6. The Increase in the Number of Vocational Schools for Girls. 160 7. The Increase in the Number of Students in Manisa Girls Institute... 161 8. The Increase in the Numbers of Schools... 162 xvi

CHAPTER 1 INTRODUCTION In the late 1920 s and 1930 s, the vivid revolutionary program of modernization was in process in Turkey, which was accelerated after the establishment of the Republic (1923) with the great efforts of intellectuals and bureaucrats. The aim was designated as reaching the level of contemporary civilizations in all aspects of life, by abolishing traditional norms in the society and replacing them with westernized innovations of modernism that were accepted as the contrary of everything traditional. In that way, modernization and Westernization as state ideologies in the 1920 s and 1930 s, affected the context of the early Republican Turkey that concerned all social systems, including education as well as architecture. In that process, as put into effect by the establishment of the new nation-state, one of the significant issues that was given special attention concerned women with reference to their position, role, education and employment in the public arena. In Turkey, the transformation of women into independent members of the society was part of the modernization process of the new nation-state. In that revolutionary process, to make the woman modern and contemporary was very crucial, because she was accepted as a symbol of the new and modern identity of 1

the country with her Westernized appearance and modern work power as an equal partner, and teacher and mother of the new generations of Turkish nation. 1 Although Westernization/modernization attempts became more radical with the Republic, it had also formed a great part of the agenda of the Ottomans after the Tanzimat reforms. However, only after the establishment of the Republic and the reforms of the 1920s, the Westernization movement embraced an extremely key role as a motivating force and constituted the basis of the Republican ideology. 2 In the way of modernization, the 1930 s were the period of progress, improvement and change. 3 Atatürk s reforms were quite crystallized, leading to such new concepts as innovation, nationalism, functionalism, utilitarianism, objectivism, belief in technology, science and progress in each field in Turkey. 4 For being a contemporary civilization Atatürk stated in 1923: We need to base our study and research on our own country, our own history, our grandmothers, our possessions and our own needs. We need to make use of any kind of science, invention and development in the world as we show our nation the way they will follow. However, we shall not forget that we are to find the chief principal within ourselves. We are to see our nation s history, its spirit and its grandmothers from an accurate, strong and honest perspective. 5 In fact, although the country had been occupied during the war by the Western countries, Atatürk still aimed to make Turkey like a Western country. The 1 In fact, around the world, the changes in woman s status was proceeded from long-term macro level change processes and collective actions which the revolutions were one of them. In the context of both socio-economic development and political change, legal reforms have been pursued to improve the status of woman in the family and in the society. Moghadam, Valentine M. 1993. Modernizing Women, Gender and Social Change in the Middle East, Boulder, CO: L. Rienner, p.69. 2 Yeşilkaya, Neşe. 1999. Halkevleri: İdeoloji ve Mimarlık, İstanbul: İletişim Yayınları, p.110. 3 Batur, Afife. 1983. Cumhuriyet Dönemi nde Türk Mimarlığı, Cumhuriyet Dönemi Türkiye Ansiklopedisi, Vol.5, İstanbul:İletişim Yayınları, p.1387. 4 Batur, Afife. 1984. To be Modern: Search For a Republican Architecture. In Renata Hold and Ahmet Evin (eds.). 1984. Modern Turkish Architecture, Philadelphia: University of Pennsylvania Press, p.69. 5 Quoted in Ural, Somer. Ocak-Şubat 1974. Türkiye nin Sosyal Ekonomisi ve Mimarlık 1923-1960, Mimarlık, Vol.1-2, p.22. All the Turkish quotations are translated into English by myself. 2

aim of being like the West was not limited only to appearance, but it had also to be materialized in the field of thought. 6 Atatürk stated that: the ones who are not civilized are subjected to be subject to the civilized ones. 7 As such, the understanding was to materialize a nation-state by creating a contemporary and modern country. As Nalbantoğlu defined the ideology of the 1930s, the Kemalist project of modernization attempted to bring Turkey into the European economic, cultural, and political milieu as an equal partner... The dominant political ideology advocated nationalistic idealism and progress through modernization. 8 In the process of nation building, some new images were deliberately designated 9 -taking Europe as a paradigm- as the best representation of a modern and secular nation. In fact, the goal of the government was to create a new Turkish identity and Turkish image, which depended upon new symbols. This replacement of the earlier image with a new one was a state ideology and as Feroz Ahmad suggested, the newly established nation by Atatürk was not carrying the common features with the Ottoman Empire, but it was a complete break from it. 10 The aim was to realize the desired image in social life, in clothing, education etc (Fig: 1). As a result, a profound revolution program was organized including all the fields in Turkey for implementing the new regime. 11 6 Alsaç, Üstün. Kasım-Aralık 1973. Türk Mimarlık Düşüncesinin Cumhuriyet Dönemindeki Evrimi, Mimarlık, Vol.11-12, p.14. 7 Quoted in İnan, Arı. (ed.). 1999. Düşünceleriyle Atatürk, Ankara:Türk Tarih Kurumu Yayınları, p.289. 8 Nalbantoğlu, Gülsüm. November 1993. Between Civilization and Culture: Appropriation of Traditional Dwelling Forms in Early Republican Turkey, Journal of Architectural Education, p.66. 9 Ergut, T. Elvan. 1999. The Forming of the National in Architecture, METU Journal of the Faculty of Architecture, vol.19, no.1-2, p.32. 10 Ahmad, Feroz. 1999. Modern Türkiye nin Oluşumu, İstanbul: Kaynak Yayınları, p.11. 11 As Bozdoğan asserted, the modernity project was accepted by the majority of intellectuals, bureaucrats and professionals but the rest of the population remained silent. Bozdoğan, Sibel. 1993. Modern Architecture and Cultural Politics of Nationalism in Early Republican Turkey, T.W. Gaehtgens (ed.) Artistic Exchange. Proceedings of the 28th International Congress of History of Art, Berlin:Akademie Verlag, p.441. 3

The state, from the very beginning, gave significance to the education of masses in order to espouse the series of revolutions. As Batur points out, In the beginning of the 1930 s, a mass movement of education was started to provide the implementation of the Kemalist ideology and at the same time Atatürk s personal attempts inaugurated wealthy institutionalizations. 12 Correspondingly, according to Ergut, the 1930s seem to have been decisive in shaping the subsequent developments in nation-building. It was then that the state attempted to ground its radical reforms by way of formulating and disseminating its ideological principles mainly through education and media. 13 In this context, the Girls Institutes were significant for representing modernization, with reference to the formation of the new women, in both the system of education and also the buildings that were designed for such education. The state attempted to change the position of women in the society by opening new schools to encourage their education that would supposedly solve the individual and household problems (Fig: 2). In that manner, the increasing popularity of the Girls Institutes with the demands from every level of the society proceeded from that these institutions were aiming to educate a modern housewife, a good mother to her children, a good wife to her husband, and an employer in the market. The Girls Institutes began to be opened at the end of the 1920s, and from the mid-1930s their number quickly increased by the implemented law that required the opening of an institute in each city. Some of these schools started education in 12 Batur, Afife. 1983, p.1382. 13 Ergut, T. Elvan. 2000-2001. Searching for a National Architecture: The Architectural Discourse in Early Republican Turkey, Traditional Dwellings and Settlements. Working Paper Series, Vol.130, p.105. 4

already existing buildings but many new buildings were also constructed throughout the country. These newly constructed institute buildings reflected the modernization attempt also in architectural terms. Utilizing simple and pure forms appropriate to the modern style was characteristic of these buildings, and İsmet Paşa Girls Institute in Ankara was significant as being the first constructed example among such buildings. Having used sources in politics, sociology, history as well as in architecture, I analyze the Girls Institutes with reference to the dominant ideologies of modernization/westernization and issues of gender in early Republican Turkey, which constitute the general framework of this study to be examined in relation to contemporary architecture. In this study, the focus is on the İsmet Paşa Girls Institute that was the first institute building constructed during the early Republican period at the central point of Ankara by a foreign architect in the International Style. I analyze this building both as an educational institution, and as a symbolic representation of modernity in architectural and social terms that aimed to transform the people of the country beginning from the family disseminating to the whole nation by depending on the role of women in the society. This study is composed of five chapters. Following the introduction, the second chapter is about how women were accepted according to the prevalent ideology of modernization, the role of women in representing such ideology, their employment as a sign of innovation, and their education to make them participate in public sphere. It examines the changes in the role of women from being dependent on traditional pre-given norms in the context of modernization. Also in that chapter, the educational system of the Girls Institutes is examined as the exemplary context of such changes, with reference to their aims, programs and symbolic 5

meaning in order to clarify in the later chapters the relations between this educational system and the architectural characteristics of Girls Institutes in Early Republican Turkey. The third chapter deals with gender and space relationship with reference to the architecture of the era in Turkey. An examination of women s position in private and public spaces in those years demonstrates how the woman acted in public space, and how traditions shaped her actions and confined her mobility. As restrictions on women started to change by the reforms after the Republic, women s spaces were also transformed into the extroverted spaces of functional and rational modern architecture, mostly designed by foreign architects. The examination of the general features of the Girls Institutes in this chapter shows that all the newly constructed buildings of the 1930 s were designed as modern, appropriate to the modernization ideology of the nation-state. The fourth chapter focuses on the İsmet Paşa Girls Institute in Ankara. The chapter analyzes the choice of Ankara as the seat of the first Girls Institute, by examining how the new capital city was accepted as the symbol of modernity during the early Republican years. Besides, the design approach of Ernst Egli, the architect of the Institute building, who was one of the foreign architects invited by the state to work in Turkey, is examined, and his rationalist and functionalist approach is discussed in relation to the modernization policy of the period. Then follows the examination of the İsmet Paşa Girls Institute building itself, making comparisons with contemporary buildings in order to evaluate the design of a space for women in early Republican Turkey. In the last chapter, it is stated that modernization attempts were dominant in the formation of the İsmet Paşa Girls Institute with reference to the changes such 6

schools brought to the education of women as well as to the fact that it was constructed by a foreign architect in a modernist manner. However, the fact that, even in such a modern building, girls were kept away from the public, and that such a modern institution aimed at educating good housewives and mothers, evidence the continuing presence of traditional approaches in the field of the education of women as in most of the fields in Early Republican Turkey. Hence, the study concludes by emphasizing the duality of the period in the country between the modern and the traditional, as exemplified in the case of İsmet Paşa Girls Institute in Ankara in the 1930 s. 7

CHAPTER 2 EDUCATING WOMEN In the formation of the identity of women in Turkey, the effects of the transformation experienced during with the first years of the Republic- were considerably important. Women s social life, their rights and education were taken into consideration for the modernization intensions of the state policy. In that process, within the frame of the Republican ideology, education was utilized as a powerful transformer in the establishment of the new institutions and value systems for becoming a contemporary nation-state. With this education policy, a new type of citizen was aimed to be created as compatible with the nation-state ideology. In this respect, a nationalist and egalitarian discourse was developed in creating the citizen and thus, women entered into the scope of the modernist ideology. For the improvement of a modern nation state, the inclusion of women into the process was emphasized, and the conscious and educated woman was targeted by means of the education policy of the state. 14 In this chapter, women s status, education, and participation into the social life in Early Republican period will be examined in order to form a basis for 14 Soydan, Aynur. 2002. Kadın Kimliğinin Oluşması Çerçevesinde Mesleki Teknik Eğitim (Cumhuriyet İdeolojisinin Kuruluş Sürecinde Kız Enstitüleri 1923-1940), Yakın Dönem Türkiye Araştırmaları, TC İstanbul Üniversitesi Atatürk İlke ve Inkılapları Tarihi Enstitüsü Dergisi, Vol.1, p.269. 8

figuring out Girls Institutes by considering their aims, programs and symbolic meaning that they carried. Particular importance was attributed to education in early Republican Turkey, because of its being part of the process of adapting the society to new social forms. 15 The organization of education and human orientation is formed by the aid of rather close and complex relations with the social, economic, political and cultural structure and inheritance of the society. Dominating economic and political decision makers and empowered bodies governing the society have a tendency to shape the education system in accordance with their own preferences and interests. 16 In that way, in modern states, different social institutions, especially education and media, may also be utilized for ideological propagation and generation. 17 Similarly, like any true revolutionary regime, the Republican government recognized that the revolution would acquire roots only if it succeeded in educating the broad mass of the population. 18 Like other societies experiencing comprehensive social modification and transformation, the education in Turkey had a very central role in the formation of the new Turkish citizen who had the values of a modern being. 19 The importance of education proceeded from its transforming power; in other words, it was only possible by education to change the traditional thoughts into the modern and secular. 20 15 Kaya, Yahya Kemal. 1974. İnsan Yetiştirme Düzenimiz, Ankara:Hacettepe Universitesi, p.105. 16 Gök, Fatma. 1999. 75 Yılda İnsan Yetiştirme, Eğitim ve Devlet. In Fatma Gök (ed.). 75 Y ılda Eğitim, İstanbul:Tarih Vakfı Yayınları, p.1. 17 Davis, N. Yuval. 2003. Cinsiyet ve Millet, İstanbul:İletişim Yayınları, p.41. 18 Ahmad, Feroz. 1999. Modern Türkiye nin Oluşumu, İstanbul:Kaynak Yayınları, p.101. 19 Gök, Fatma. 1999. p.5. 20 Arat, Zehra. 1998. Kemalizm ve Türk Kadını. In Ayşe Berktay Hacımirzalıoğlu (ed.). 75 Yılda Kadınlar ve Erkekler, İstanbul:Tarih Vakfı Yayınları, p.54. 9

With the foundation of the Turkish Republic in 1923, a series of reforms were launched for the purpose of building a modern and secular state in Turkey. Although radical reforms were undertaken in almost all fields of social and political life, one of the mostly considered issues among them was education. It was believed that modernization and westernization i.e. the processes that would lead to reach the level of contemporary civilization as the aim of the new state could only be achieved by making reforms in education such as setting up modern schools, adopting a new alphabet, making elementary school attendance compulsory, etc. 21 In order to reshape the education system the first step was the decision to learn from the experience of the contemporary countries that were accepted as more advanced in this field, and accordingly, educationists from those countries were invited to investigate the current situation in Turkey and to advise for the changes. Among these advisors were John Dewey, who came to Turkey in 1924, and Prof. Kuhn and Omer Buysa who followed Dewey in 1926. 22 The law on the unification of education (Law no.430) -the re-organization of the educational facilities under the Ministry of Education- was accepted on March 3, 1924, and it was the most important step in educational reforms, opening a new page in the contemporary educational system in Turkey. By this law, all the educational associations were connected to the Ministry of National Education. 23 The following development was the acceptance of the Roman alphabet in 1928. 21 The importance given to reforms in education is evident in that, as early as 1921 during the years of war, in a speech addressed to teachers, Atatürk mentioned about introducing a new alphabet by referring to the case of France. See, Kal, Nazmi. 2001. Hıfsırrahman Raşit Öymen, Atatürk le Yaşadıklarını Anlattılar, Ankara:Bilgi Yayınevi, p.82. 22 Turan, Kemal. 1992. Mesleki Teknik Eğitimin Gelişmesi ve Mehmet Rüştü Uzel, İstanbul:MEB Yayınları, p.45. 23 Ibid., p.44. 10